HERITAGE SPEAKERS: A UNIQUE CHALLENGE FOR INSTRUCTORS

Heritage Speakers Panel

SESSION OVERVIEW/PANEL DISCUSSION Goals of Heritage Speaker course Present different scenarios and

strategies that are being applied to meet these goals.

Identify three to five core foundations that a Heritage Speaker program should be built on

HERITAGE SPEAKERS

The increase of Heritage speakers (primarily Spanish) in both large and mid-size metropolitan areas

Diversity of backgrounds The Heritage Speakers of today are by no

means the same as 15, 10, or even 5 years ago.

HERITAGE SPEAKER GROWTH

Hispanics, accounted for over 25 percent of population growth in non-metro areas during the 1990s.

The Hispanic population in rural and small-town America has doubled from 1.5 to 3.2 million and is now the most rapidly growing segment of non-metro county residents.

HERITAGE SPEAKER GROWTH

Non-metro Hispanic population more than doubled in 20 mostly Southern and Midwestern States, with growth rates as high as 416 percent.

*2000 Census

HERITAGE SPEAKER PROGRAM DESCRIPTION:

This course is designed: specifically for heritage speakers of Spanish with

oral proficiency but little or no formal training in the language.

for learners who were raised in homes or brought up in a community where Spanish was spoken.

to build on the formal aspect of the language that students already possess.

to further develop reading and writing skills, although all of four language skills (listening, speaking, reading, and writing) are emphasized via cultural and community activities.

GOALS OF HERITAGE SPEAKER COURSE

Development of lexicon Further develop listening, reading, and

writing skills Students will communicate fluently Inspire a sense of pride in their

heritage/identity

HERITAGE SPEAKERS WOULD SAY…

"I have not studied Spanish formally. I grew up hearing Spanish (home or community). I don't know how to speak it, though."

"Several of my family members are Spanish-speaking. I want to learn to read and write in Spanish."

"I am a U.S. Latino/Latina and I want to improve my speaking, reading and writing skills in Spanish. I also want to learn more about my culture."

HERITAGE SPEAKER PANEL

Representation of Higher Ed Programs with large Heritage Speaker student populations

California, Florida, and Texas 2-year and 4-year colleges Interactive session

HERITAGE SPEAKER PROGRAMCHAFFEY COLLEGE

Douglas Duno

COURSES

Spanish 1 SS and Spanish 2 SS (1st year)

Composition Class Hispanic Literature 1800 – Present

(Survey) Mexican Literature in Translation Latin American Literature in Translation

STUDENTS BACKGROUND

Regular American Kids 18-25 years old Watch Desperate House Wives, Lost,

and “los culebrones de las telenovelas” Glued to the Iphone Short Attention Span Communicate mainly in English

STUDENTS BACKGROUND

Technologically savvy Academically underprepared First in family to attend college

CHALLENGES THAT AFFECT OUR HERITAGE PROGRAM

Lack of physical space to offer more Heritage speakers classes (we have to compete with regular language classes)

Well trained teachers specially in the target subject.

Interactive and pertinent software or a system like Blackboard, webct

CHALLENGES THAT AFFECT OUR HERITAGE PROGRAM

A true Heritage speaker friendly textbook.

Changing the lexicon they have used all their life.

WHAT HAS BEEN SUCCESSFUL IN OUR PROGRAM?

The number of students with a C o better has improved in the last two years.

The number os sections offered has increased as well

The creation of new different classes (composition) because the increase of Heritage Speaker Population

The collaboration with the Language Resource Center (Lab) which has become an extension of the course. Students are required to complete Directed Learning Activities (complement the material taught in the classroom

WHAT ELSE NEEDS TO HAPPEN TO MAKE THIS THE IDEAL PROGRAM?

Create non-transferable basic foundation classes before allowing students to enroll in the transferable courses. (English/math)

Establish a relation with public four year institutions to allow students to continue the study of the language without interruptions.

HERITAGE SPEAKERS COURSES

Yolanda Gonzalez, Valencia Community CollegeDina Fabery, University of Central Florida

HISPANIC POPULATION IN FLORIDA

State of Florida : Census Bureau 2000 Hispanic o Latino: 16.8%

Mexican: 2.3% Puerto Rican: 3.0% Cuban: 5.2% Others: 6.3%

STUDENT PROFILE VALENCIA COMMUNITY COLLEGE (VCC) AND

UNIVERSITY OF CENTRAL FLORIDA (UCF)

Valencia Community College Hispanics – 20.7 %

University of Central Florida Hispanics – 14.8 %

UNIQUE NEEDS OF VCC/UCF STUDENTS

An increase of Heritage Speakers students enrolling in introductory and intermediate courses.

Need for Heritage Speakers to fulfill a Foreign Language Requirement

Interest in pursuing a minor or major in their Heritage Language

Majority of our heritage students come from Puerto Rico, Dominican Republic and Cuba.

COLLABORATION

Students enroll in at VCC to complete their introductory courses.

Students from VCC have guaranteed acceptance at UCF once they complete their AA. For that reason, many students from VCC transfer to UCF.

Students at VCC are required to fulfill a foreign language requirement with an introductory language course.

BENEFITS

The FL curriculum are the same at both schools.

Transition is easier for students who fulfilled their language requirement at VCC.

Learning objectives are designed in collaboration for students to achieve the level of proficiency gradually

The first year courses are offered at the community college so students can use the course to fulfill their requirement.

HERITAGE SPEAKER PANELWORLD LANGUAGES EXPERIENCE

Aymara BoggianoUniversity of Houston

THE HERITAGE LANGUAGE PROGRAM

Spanish 1505: Intensive Elementary Spanish Spanish 2307: Spanish for Hispanic Heritage

Learners I Spanish 2308: Spanish for Hispanic Heritage

Learners II Spanish 3307: Public Speaking in Spanish Spanish 3308: Written Communication for

Hispanic Heritage Learners

Why the three levels? Benefits and Challenges

STUDENT CHARACTERISTICS

Two Placement Tests 30- 38% Classified as Heritage

Data from Placement tests: In 1505 ¼ are HL 20% to 1505 60% to Intermediate 15% to 3000 level 5% to 4000 level

GOALS AND CHALLENGES AT

A. Separate true beginners from High Beginners Separate L2 students from HL Make smooth transition until they are again united

B. Convince administration of the need Majority of students are Latino/a Students did not feel comfortable in L2 classes Get approval for 1505

C. Create 2307/2308 Make Heritage Track attractive to reluctant HL

INSTRUCTIONAL STRATEGIES

Make Placement test as Credit by exam Get through Lang. requirement in less

time Attend to the needs of the two groups

separately Consider the affective component Raise their confidence in their ability to

use the language Address cultural, linguistic and affective

needs

COURSE MATERIALS

Books w/ on-line component Puentes 5th ed. Conozcámonos + Civilizacion y Cultura

or Literatura y Arte Hablar Bien Instituto Cervantes Por Escrito

TRAINING Spanish language teacher education programs

prepare teachers to teach Spanish as FL or SL not HL

What is missing? Instructor ‘s sensitivity to cultural and affective needs of

HL student Recognize and value dialects Recognize distinct needs and differences between HL &

L2 Recognize and create activities that build on their

knowledge of the language and can improve HL competence

WHERE DO WE BEGIN?

List top 3 -5 core building blocks for developing a heritage speaker program.

QUESTIONS…